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FERMAT TEST AND THE EXISTENCE OF PSEUDOPRIMES Ega Gradini
Jurnal Visipena Vol 1 No 1 (2010)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (573.795 KB) | DOI: 10.46244/visipena.v1i1.21

Abstract

In this paper the author present Fermat test as one of primality tests. In order to perform the ability of the test, the algorithm of the test coded in Mathematica (6.0 version). The application of Fermat’s Little Theorem as well as Euler’s Theorem on the tests are also discussed and this leads to the concept of pseudoprime.
FERMAT TEST AND THE EXISTENCE OF PSEUDOPRIMES Ega Gradini
Jurnal Visipena Vol 2 No 1 (2011)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (422.28 KB) | DOI: 10.46244/visipena.v2i1.35

Abstract

In this paper the author present Fermat test as one of primality tests. In order to perform the ability of the test, the algorithm of the test coded in Mathematica (6.0 version). The application of Fermat’s Little Theorem as well as Euler’s Theorem on the tests are also discussed and this leads to the concept of pseudoprime.
COMPARISON STUDY OF FERMAT, SOLOVAY-STRASSEN AND MILLER-RABIN PRIMALITY TEST USING MATHEMATICA 6.0 Ega Gradini
Jurnal Visipena Vol 3 No 1 (2012)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (541.941 KB) | DOI: 10.46244/visipena.v3i1.48

Abstract

This paper presents three primality tests; Fermat test, Solovay-Strassen test, and Rabin-Miller test. Mathematica software is used to carry out the primality tests. The application of Fermat’s Litle Theorem as well as Euler’s Theorem on the tests was also discussed and this leads to the concept of pseudoprime. This paper is also discussed some results on pseudoprimes with certain range and do quantitative comparison. Those primality tests need to be evaluated in terms of its ability to compute as well as correctness in determining primality of given numbers. The answer to this is to create a source codes for those tests and evaluate them by using Mathematica 6.0. Those are Miller-Rabin test, Solovay-Strassen test, Fermat test and Lucas-Lehmer test. Each test was coded using an algorithm derived from number theoretic theorems and coded using the Mathematica version 6.0. Miller-Rabin test, SolovayStrassen test, and Fermat test are probabilistic tests since they cannot certainly identify the given number is prime, sometimes they fail. Using Mathematica 6.0, comparison study of primality test has been made and given the Miller- Rabin test as the most powerful test than other.
TEACHING MATHEMATICS WITH PIAGET'S THEORY Ega Gradini
Jurnal Visipena Vol 4 No 1 (2013)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (454.729 KB) | DOI: 10.46244/visipena.v4i1.98

Abstract

Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence first developed by Jean Piaget. It is primarily known as a developmental stage theory, but in fact, it deals with the nature of knowledge itself and how humans come gradually to acquire it, construct it, and use it. Moreover, Piaget claims the idea that cognitive development is at the centre of human organism and language is contingent on cognitive development. Below, there is first a short description of Piaget's views about the nature of intelligence and then a description of the stages through which it develops until maturity.This paper presented student’s way of thinking in mathematics learning. Jean Piaget’s theory brought here as the main concept applied on children thinking process in mathematics. Through observation, some fact emerges in every stage of development process. Those display on “Cant and But Can’t” Table.
PENERAPAN MODEL PEMBELAJARAN KOOPERTIF TIPE TEAM ASSISSTED INDIVIDUALIZATION (TAI) BERBANTUKAN WORKSHEET UNTUK MENINGKATKAN KEMAMPUAN TRIGONOMETRI MAHASISWA PROGRAM STUDI PENDIDIKAN MATEMATIKA STKIP BINA BANGSA GETSEMPENA Ega Gradini
Jurnal Visipena Vol 4 No 2 (2013)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (322.649 KB) | DOI: 10.46244/visipena.v4i2.217

Abstract

Langkah dosen dalam menetapkan metode yang tepat untuk menyampaikan materi perkuliahan di kelas merupakan salah satu penentu keberhasilan belajar mahasiswa. Proses perkuliahan Trigonometri di STKIP Bina Bangsa Getsempena belum memperoleh hasil yang memuaskan, dengan nilai rata- rata untuk tahun perkuliahan 2011/2012 hanya mencapai 63. Hal tersebut perlu ditingkatkan melalui implementasi Model Pembelajaran Kooperatif tipe Team Assisted Individualization (TAI) dikolaborasikan dengan penggunaan Worksheet (Lembar Kerja). Subyek penelitian ini adalah mahasiswa yang memprogramkan matakuliah Trigonometri pada tahun akademik 2012/2013 yang berjumlah 18 mahasiswa yang terdiri dari 12 mahasiswi dan 6 mahasiswa. Instrumen yang digunakan dalam penelitian ini adalah tes formatif, lembar observasi mahasiswa dan aktivitas diskusi kelompok serta angket refleksi terhadap pembelajaran. Prosedur tindakan kelas ini ditempuh dalam 2 (dua) siklus. Setiap siklus terdiri dari: perencanaan, pelaksanaan, pengamatan, dan refleksi. Indikator keberhasilannya ditunjukkan dengan adanya peningkatan hasil belajar mahasiswa , yaitu apabila sekurang-kurangnya 75% hasil belajar mahasiswa pada matakuliah Trigonometri sudah mencapai sekurang- kurangnya 75. Pada siklus I rata-rata kelasnya mencapai 67.31, mahasiswa yang memiliki nilai > 75 sebanyak 11 orang (62,5%) dan yang < 75 sebanyak 7 mahasiswa (37,5%) dengan nilai tertinggi 98 dan nilai terendah 45. Pada siklus I untuk nilai rata-rata hasil belajar yang diperoleh sudah mencapai indikator yang ditetapkan, tetapi untuk prosentase ketercapaian nilai > 75 masih dibawah 75%. Pada siklus II rata-rata kelasnya mencapai 75, mahasiswa yang memiliki nilai > 75 sebanyak 15 orang (84.62%) dan yang memiliki nilai < 75 adalah 3 orang (15.38%) dengan nilai tertinggi 95 dan nilai terendah 53. Pada siklus II hasil belajar yang diperoleh sudah mencapai indikator yang ditetapkan. Berdasarkan hasil penelitian di atas, dapat disimpulkan bahwa melalui implementasi model pembelajaran kooperatif tipe TAI berbantuan LKS dapat meningkatkan hasil belajar mahasiswa pada matakuliah Trigonometri. Berdasarkan hasil penelitian ini diharapkan agar dosen menerapkan model pembelajaran kooperatif tipe TAI berbantuan Worksheet untuk meningkatkan hasil belajar Trigonometri mahasiswa .
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